英语专业研究生学习自主性的实证研究

A Study of Learner Autonomy of English Major Postgraduates

近年来,国内外对"自主学习"有较多关注,鲜见关于英语专业研究生层面的论述。为此,将问卷调查和课堂观察相结合,对英语专业研究生学习自主性进行了定性和定量研究。结果表明:英语专业研究生使用元认知策略频率最高,其次是社交策略,情感策略使用频率最低;自主学习策略的运用与学术能力呈正相关;学生在自主学习中,普遍缺乏思辨性和创新性,一定程度上影响了学生的学术能力。最后从学生、学生之间、导师与教师三个方面提出了相应的建议。

Research on learner autonomy has been prosperous during the past years. However,less research had been done on autonomy of English major postgraduates. This paper,combined a questionnaire with classroom observation,explores learner autonomy at the level of postgraduates. The quantitative and qualitative data indicate that,（ 1） of all the autonomous learning strategies,metacognitive strategies are most frequently used by English major postgraduates,followed by social strategies and affective strategies;（ 2） the degree of learner autonomy is positively correlated to the learner＇s academic proficiency; and（ 3） they are lack of critical thinking skills and creativity,which have negative effect on academic proficiency. Finally,some suggestions are proposed on fostering learner autonomy for English major postgraduates.